ABC Activities by Kelli WittenbergEd 401 Reading Strategies; Fall 2011
A = Anticipation Activities
1. Bullying Glog Common Core Standard: RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Theme: Comprehension Explanation of Activity: After completing chapters 1-4, I would use the Glogster tool to have students begin to think about one of the main ideas of this book, bullying. Using this as an anticipation activity, I would ask the students to create a glog about bullying. I would encourage them to use their imagination and create a glog either explaining bullying, arguing against bullying, giving their opinion about bullying or some other angle of their choice on bullying. Somehow, their glog has to relate to how Jess and Leslie coped with Janice Avery's bullying. The glog that I posted is an example of what a student might create. I will assess this by viewing each of their glogs. I would be looking for originality, understanding of the theme, and relation to Jess and Leslie's situation.
Link to published Glog: http://readingstrategies.glogster.com/bullying-glog-for-bridge-to-terabithia/
2. Quizlet Vocabulary Activity: Chapters 1-3 Common Core Standard: RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Theme: Vocabulary Explanation of Activity: I would expect the students to use this online tool to study the vocabulary words I've chosen through practice with flashcards one or two days before beginning the book. The "scatter" game activity option is a way for the students to practice their vocabulary knowledge. I would use the scatter activity as an introduction activity to informally assess where the students are with their practice. I would assess this activity overall using quizlet as well. Quizlet will take the flashcards and develop a quiz using the words and definitions.
3. Chapter Walk Predictions Common Core Standard: RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Theme: Comprehension Explanation of Activity: This activity would be done the day that we start reading Bridge to Terabithia. In class, I would have the students read the back summary of the book, and then look through the chapter titles to create a prediction of what the story is about. In journal form, I would ask the students to write their predictions of the path that the story will take citing specific evidence as to why they believe it will be so. For example, I would expect that if the student predicts that Leslie will win the race that they cite the evidence on the back summary of the book proving or alluding to this. They will be using inference as well at times to make assumptions. I would assess this by collecting their chapter walks and examing their use of inference and proof to predict the plot. I would also informally assess this activity by having a class discussion about how predicting helps to prepare the reader for comprehending the book. It's like when you watch a movie, you like to have a general idea of what it's about so that you aren't thinking about that while reading. B = Building Knowledge
1. Story Mapping withreadwritethink.org Common Core Standard: RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. Theme: Comprehension Explanation of Activity: When finishing up the book, I would have the students complete a "Plot Diagram" using the Read, Write, Think website. It does not allow the author to save or embed the finished product, so I could not attach an example. The finished product of this activity is a diagram showing the structure of fictional books from exposition, rising actions, climax, falling action, and resolution. First, I would have a discussion with the students about what the exposition, rising actions, climax, falling actions, and resolution are. I would write each of these categories just as they are shown on the website, and after explaining what each of them is I would pick a story that all of the students have already read. Using that story, I would ask the students to identify different events and tell which part of the map it belongs. After this, the students will each use a computer to fill in different main events that occur in the text onto a triangle plot diagram to identify what part of the story they fit in. I would ask them to do this during class time so that I could be there to answer questions and guide their understanding. For assessment, I would have them print their diagram so that I could assess their understanding of the parts of a fictional novel and their ability to identify the parts in a real novel.
2. Simile Explanation Activity Common Core Standard: RL.4.5 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Theme: Vocabulary and Comprehension Explanation of Activity: I would use this activity about three quarters of the way through the book. In class, we would discuss the definition of similes and metaphors. I would have the students complete a worksheet asking them to identify whether given statements are similes or metaphors. We would also discuss the importance of these literary devices in literature. As a homework assignment, I would ask the students to find and identify a simile or a metaphor within Bridge to Terabithia. I would post a discussion tab on our class wiki for their assignment. Each student would have to identify their own simile or metaphor different from any already taken. Their task would be to identify the simile or metaphor, explain why it is a simile or a metaphor, and how this simile or metaphor enhances the imagery of what the author is trying to express. A sample post might look like this: "The simile I found is on page 24 and says "The boys quivered on the edges of their seats like moths fighting to be freed of cocoons." This is a simile because it indirectly compares two situations as having similarities using the word "like." This simile enhances the imagery by expressing the desperate feeling the boys were feeling to finally go outside for recess to race. When you think of moths fighting to be freed of cocoons, you think of anxious and desperate attempts to get out. This relates very well to what the boys were feeling and this simile helps convey this feeling to the reader."
3. Note-Taking Strategy using Webspiration Common Core Standard: RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. Theme: Comprehension Explanation of Activity: As we read the text, I would ask the students to continue to add to their Webspiration book summary. I would provide class time once or twice a week to allow the students to complete their page. This template allows students to learn effective note-taking strategies when reading fictional stories. It also emphasizes the important ideas and factors that are part of a fictional story. When we finish the story, I would ask that the students publish their Webspriation document for me to see. I would assess this by examining their answers for accuracy, completion, and relevancy. Below I have provided a sample page with the answers filled in. To find the template, you must have webspiration. It is under the Starter Docs files, English Language Arts, and Fiction Notes and Analysis.
1. Classtools.net Character Comparison Venn Diagram Common Core Standard: RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Theme: Comprehension Explanation of Activity: After finishing the story, I would ask the students to complete this character comparison venn diagram in order to synthesize their understanding of the development of characters in fictional stories. The story's plot is dependent on character development, so understanding the characters is important. I would ask that the students use this online tool in class, and then print their venn diagram to hand in. After they have all completed their diagrams, I would ask the students questions about the character comparison as it relates to the plot of this story. Questions: "How do Jess and Leslie become friends?" "Are they likely friends? If so, what is their connection that makes them likely friends. If not, why not?" "How did their relationship effect eachother's lives? Was it a positive or negative effect?" "Even though they come from very different backgrounds, they find friendship. Have you ever had a friend that was different from you? What did you gain/learn from this person?" These questions should lead the students to a deeper level of understanding of the characters and how their relationship is the main focus of this story.
2. Reflection Voki on Leslie's Accident Common Core Standard: SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Theme: Comprehension Explanation of Activity: After having read the entire book, I would ask students to reflect on the tragedy of Leslie's death. Death is a hard topic for children to understand/deal with, so the purpose of this reflection is to delve into the emotions and coping strategies of death. This climax of the story brings into perspective Leslie and Jess's friendship, and how much one person can touch another's life. This assignment would be an individual assignment, and I would explain to students that their answers need to be original, and also interactive/responsive to their classmate's posts. I would assess this activity through their responses to the voicethread on originality, citing of examples to support responses, and ability to clearly present their thoughts and opinions about Leslie's death and Jess's response. In class, I would be sure to address their discussions and have an open discussion with the students about these questions.
3. Shelfari Book List Common Core Standards: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics Theme: Comprehension and Critical Literacy Explanation of Activity: I would post this shelfari onto our class wiki. In class, I would also post this shelfari up for the students to see. As an assignment, I would have the students each pick one of the books from the shelfari book list to read. This book will be their free reading book for the next month. After they have finished this second book, I will have an assignment asking them to make comparisons from their new book to Bridge to Terabithia. This will allow the students to chose a book at their independent level, and also something that interests them. In comparing the books, they will learn important comprehension strategies when making comparisons to other texts.
Bridge to Terabithia by Katherine Paterson
ABC Activities by Kelli WittenbergEd 401 Reading Strategies; Fall 2011
A = Anticipation Activities
1. Bullying Glog
Common Core Standard: RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Theme: Comprehension
Explanation of Activity: After completing chapters 1-4, I would use the Glogster tool to have students begin to think about one of the main ideas of this book, bullying. Using this as an anticipation activity, I would ask the students to create a glog about bullying. I would encourage them to use their imagination and create a glog either explaining bullying, arguing against bullying, giving their opinion about bullying or some other angle of their choice on bullying. Somehow, their glog has to relate to how Jess and Leslie coped with Janice Avery's bullying. The glog that I posted is an example of what a student might create. I will assess this by viewing each of their glogs. I would be looking for originality, understanding of the theme, and relation to Jess and Leslie's situation.
Link to published Glog:
http://readingstrategies.glogster.com/bullying-glog-for-bridge-to-terabithia/
2. Quizlet Vocabulary Activity: Chapters 1-3
Common Core Standard: RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Theme: Vocabulary
Explanation of Activity: I would expect the students to use this online tool to study the vocabulary words I've chosen through practice with flashcards one or two days before beginning the book. The "scatter" game activity option is a way for the students to practice their vocabulary knowledge. I would use the scatter activity as an introduction activity to informally assess where the students are with their practice. I would assess this activity overall using quizlet as well. Quizlet will take the flashcards and develop a quiz using the words and definitions.
3. Chapter Walk Predictions
Common Core Standard: RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Theme: Comprehension
Explanation of Activity: This activity would be done the day that we start reading Bridge to Terabithia. In class, I would have the students read the back summary of the book, and then look through the chapter titles to create a prediction of what the story is about. In journal form, I would ask the students to write their predictions of the path that the story will take citing specific evidence as to why they believe it will be so. For example, I would expect that if the student predicts that Leslie will win the race that they cite the evidence on the back summary of the book proving or alluding to this. They will be using inference as well at times to make assumptions. I would assess this by collecting their chapter walks and examing their use of inference and proof to predict the plot. I would also informally assess this activity by having a class discussion about how predicting helps to prepare the reader for comprehending the book. It's like when you watch a movie, you like to have a general idea of what it's about so that you aren't thinking about that while reading.
B = Building Knowledge
1. Story Mapping with readwritethink.org
Common Core Standard: RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
Theme: Comprehension
Explanation of Activity: When finishing up the book, I would have the students complete a "Plot Diagram" using the Read, Write, Think website. It does not allow the author to save or embed the finished product, so I could not attach an example. The finished product of this activity is a diagram showing the structure of fictional books from exposition, rising actions, climax, falling action, and resolution. First, I would have a discussion with the students about what the exposition, rising actions, climax, falling actions, and resolution are. I would write each of these categories just as they are shown on the website, and after explaining what each of them is I would pick a story that all of the students have already read. Using that story, I would ask the students to identify different events and tell which part of the map it belongs. After this, the students will each use a computer to fill in different main events that occur in the text onto a triangle plot diagram to identify what part of the story they fit in. I would ask them to do this during class time so that I could be there to answer questions and guide their understanding. For assessment, I would have them print their diagram so that I could assess their understanding of the parts of a fictional novel and their ability to identify the parts in a real novel.
2. Simile Explanation Activity
Common Core Standard: RL.4.5 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Theme: Vocabulary and Comprehension
Explanation of Activity: I would use this activity about three quarters of the way through the book. In class, we would discuss the definition of similes and metaphors. I would have the students complete a worksheet asking them to identify whether given statements are similes or metaphors. We would also discuss the importance of these literary devices in literature. As a homework assignment, I would ask the students to find and identify a simile or a metaphor within Bridge to Terabithia. I would post a discussion tab on our class wiki for their assignment. Each student would have to identify their own simile or metaphor different from any already taken. Their task would be to identify the simile or metaphor, explain why it is a simile or a metaphor, and how this simile or metaphor enhances the imagery of what the author is trying to express. A sample post might look like this:
"The simile I found is on page 24 and says "The boys quivered on the edges of their seats like moths fighting to be freed of cocoons." This is a simile because it indirectly compares two situations as having similarities using the word "like." This simile enhances the imagery by expressing the desperate feeling the boys were feeling to finally go outside for recess to race. When you think of moths fighting to be freed of cocoons, you think of anxious and desperate attempts to get out. This relates very well to what the boys were feeling and this simile helps convey this feeling to the reader."
3. Note-Taking Strategy using Webspiration
Common Core Standard: RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
Theme: Comprehension
Explanation of Activity: As we read the text, I would ask the students to continue to add to their Webspiration book summary. I would provide class time once or twice a week to allow the students to complete their page. This template allows students to learn effective note-taking strategies when reading fictional stories. It also emphasizes the important ideas and factors that are part of a fictional story. When we finish the story, I would ask that the students publish their Webspriation document for me to see. I would assess this by examining their answers for accuracy, completion, and relevancy. Below I have provided a sample page with the answers filled in. To find the template, you must have webspiration. It is under the Starter Docs files, English Language Arts, and Fiction Notes and Analysis.
Link to Outline
http://www.webspirationclassroom.com/publish.php?i=928792a251c9
C = Consolidation Activities
1. Classtools.net Character Comparison Venn Diagram
Common Core Standard: RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Theme: Comprehension
Explanation of Activity: After finishing the story, I would ask the students to complete this character comparison venn diagram in order to synthesize their understanding of the development of characters in fictional stories. The story's plot is dependent on character development, so understanding the characters is important. I would ask that the students use this online tool in class, and then print their venn diagram to hand in. After they have all completed their diagrams, I would ask the students questions about the character comparison as it relates to the plot of this story. Questions: "How do Jess and Leslie become friends?" "Are they likely friends? If so, what is their connection that makes them likely friends. If not, why not?" "How did their relationship effect eachother's lives? Was it a positive or negative effect?" "Even though they come from very different backgrounds, they find friendship. Have you ever had a friend that was different from you? What did you gain/learn from this person?" These questions should lead the students to a deeper level of understanding of the characters and how their relationship is the main focus of this story.
Click here for larger version
2. Reflection Voki on Leslie's Accident
Common Core Standard:
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Theme: Comprehension
Explanation of Activity: After having read the entire book, I would ask students to reflect on the tragedy of Leslie's death. Death is a hard topic for children to understand/deal with, so the purpose of this reflection is to delve into the emotions and coping strategies of death. This climax of the story brings into perspective Leslie and Jess's friendship, and how much one person can touch another's life. This assignment would be an individual assignment, and I would explain to students that their answers need to be original, and also interactive/responsive to their classmate's posts. I would assess this activity through their responses to the voicethread on originality, citing of examples to support responses, and ability to clearly present their thoughts and opinions about Leslie's death and Jess's response. In class, I would be sure to address their discussions and have an open discussion with the students about these questions.
3. Shelfari Book List
Common Core Standards: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics
Theme: Comprehension and Critical Literacy
Explanation of Activity: I would post this shelfari onto our class wiki. In class, I would also post this shelfari up for the students to see. As an assignment, I would have the students each pick one of the books from the shelfari book list to read. This book will be their free reading book for the next month. After they have finished this second book, I will have an assignment asking them to make comparisons from their new book to Bridge to Terabithia. This will allow the students to chose a book at their independent level, and also something that interests them. In comparing the books, they will learn important comprehension strategies when making comparisons to other texts.